Role-Play: developing skills of Framework-based Teaching
DOI:
https://doi.org/10.11606/issn.1982-6486.rco.2020.164092Keywords:
Role-play, Framework-based Teaching, Bloom's TaxonomyAbstract
The aim of this research is to analyze the students' perception regarding the usefulness of the role-play technique in the development of skills and competences required of the accounting professional in the first stage of the Framework-based Teaching. Students' perception of the use of the technique was identified through a survey and focus group with students enrolled in the Introductory Accounting discipline. The results suggest that, in the students' perception, role-play assisted in the development of skills and competences of all categories of the Bloom Taxonomy cognitive domain (Knowledge, Understanding, Application, Analysis, Synthesis and Evaluation), surpassing Framework-based Teaching expectations for development of the first three categories only.
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